CTET Syllabus 2015

CTET Syllabus / CTET Structure and Content Syllabus

CTET Syllabus can download from here. CTET is abbreviated as Central teacher eligibility test. The CTET test is compulsory for getting teaching jobs in government schools from Class 1 to Class 8. Here you can get the complete details about CTET Notification, CTET Syllabus, CTET Admit Card. Here you can also get the CTET Answer Keys, CBSE CTET Results.

Central Teacher Eligibility Test

In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) had vide Notification dated 23rd August, 2010 and 29th July, 2011 laid down the minimum qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE.

Here we are updating each and every thing about Central Teacher Eligibility Test Syllabus / CTET Syllabus, The examination is going to be conducted by Central Board of Secondary Education (CBSE), Delhi. This notification releases every year by NCTE to fill available vacancies in Government schools in India. Now Recently CTET 2015 Notification has been released. Here you can get the CBSE CTET Syllabus. It has 2 papers. Paper 1 is meant for selecting teachers for Class 1 to Class 5 and Paper 2 for Class 6 to Class 8.

Central Teacher Eligibility Test 2015:

CTET Syllabus is available here. You can download the CTET 2015 Syllabus from here. We will provide the CTET Syllabus very clearly. You can also download the Central Teacher Eligibility Test Structure and Content Syllabus from here. You can also download CTET Syllabus.

Paper I (for classes I to V) Primary Stage

1. Child Development and Pedagogy:

a. Child Development (Primary School Child)

Concept of development and its relationship with learning

Principles of the development of children

Influence of Heredity & Environment

Socialization processes: Social world & children (Teacher, Parents, Peers)

Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

Concepts of child-centered and progressive education

Critical perspective of the construct of Intelligence

Multi Dimensional Intelligence

Language & Thought

Gender as a social construct; gender roles, gender-bias and educational practice

Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs

Addressing learners from diverse backgrounds including disadvantaged and deprived

Addressing the needs of children with learning difficulties,‘impairment’ etc.

Addressing the Talented, Creative, Specially abled Learners.

c) Learning and Pedagogy 10 Questions

How children think and learn; how and why children ‘fail’ to achieve success in school performance.

Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

Child as a problem solver and a ‘scientific investigator’.

Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.

Cognition & Emotions

Motivation and learning

Factors contributing to learning – personal & environmental.

2. Language I:

a) Language Comprehension:

Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

b) Pedagogy of Language Development:

Learning and acquisition

Principles of language Teaching

Role of listening and speaking; function of language and how children use it as a tool

Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form

Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs:

Addressing learners from diverse backgrounds including disadvantaged and deprived

Addressing the needs of children with learning difficulties, ‘impairment’ etc.

Addressing the Talented, Creative, Specially abled Learners.

c) Learning and Pedagogy:

How children think and learn; how and why children ‘fail’ to achieve success in school performance.

Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

Child as a problem solver and a ‘scientific investigator’

Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.

Cognition & Emotions

Motivation and learning

Factors contributing to learning – personal & environmental.

2. Language I:

a) Language Comprehension:

Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).

b) Pedagogy of Language Development:

Learning and acquisition

Principles of language Teaching

Role of listening and speaking; function of language and how children use it as a tool

Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders